Summary

First Grade students self-selected their own habitat and members of their group. They participated in a mini habitat flipchart before they were able to select their habitat. In the library, first graders used a variety of resources: non-fiction books, Discovery Science, databases, Brain-Pop videos, and magazines to help guide their research. They were given a research template to draw or write the information they explored including animals and plants that live in their habitat. They also had to find out information about the animals’ body covering, movement and how they adapt to their surroundings. Next, as a group, designed on paper what they wanted their habitat to look like. Using children’s engineering, each group made a shoebox model of their habitat. Using the following center rotations: reader’s theater- students videotaped each other as they explain their animals and habitat using felt pieces and felt board, groups completed a planning sheet on who will say what on their final video, each group graphed animals on the Promethean board according to their body coverings and movements, each group sorted animals and then used the iPad to record an explanation of how the animals were sorted, and lastly, show me center- groups use this application to explain each animals. As the completion of this project, videos were shared with teachers and other students.

TIPC Ratings

I facilitated through questioning to assist students researching animals and plants in their habitat. The students were able to write/draw the information that they gathered from the resources provided. They were even able to physically interact with the research by analyzing and evaluating their information for the best to use in their final project.

Students worked together to problem solve and to appropriately correct each other’s mistakes. They used many tools to become an “expert” on animals (iPads, laptops, flip camera, Promethean board). They were really excited to show their videos to Kindergarten students. Students reflected on how they can work better together.

Students selected the tools that they were more comfortable using (the iPads). They are still learning how to problem solve and to use critical thinking skills. They continue to need guidance and support in this area.

Students were so creative with their habitats and the items that they used to create animals and plants. Also, as I walked around during center rotations, students were involved in a deep discussion on how the animals should be sorted and the way the completed their reader’s theater activity. They also reflected upon completion of the project on what they should do next time